Lehigh Teacher Education Programs

Daily Lesson Plan

1. Lesson Information

Lesson:​ Representing and Interpreting Data Using Bar Graphs

Grade Level:​ Third Grade
Subject:​ Mathematics
Date:​ July 7, 2020

2. Learners

English Learners (ELs)

Learners with IEPs and/or 504s
Level 1-2 Level 3-4 Level 5

One boy, John, has an ED. Struggles to self-regulate when overwhelmed or N/A Christina: A level 3 EL N/A
doesn’t understand new content. He knows that he can go to the cool down who mainly speaks
corner to help himself get ready to go back to work. French at home and has
been struggling to
One girl, Shannon, has ADHD. She has difficulties sitting still at her desk for transition to English
prolonged periods of time. Benefits from getting up and moving around the within the classroom.
room and working with peers in other spots.
Travis: A level 3 EL
who has no trouble with
his BICS language
skills, yet the teacher is
focused on further
developing his CALP
skills. His native
language is Chinese.
3. Objective(s), Aligned Standards, and Prior Knowledge

Content Objective(s) (include adapted

objectives, if any, for students with Language Objectives (Gaby) Pennsylvania State Standards
disabilities) --

Given a packet with a blank tally mark Given a packet with a blank tally Standard - CC.2.4.3.A.4
chart and a blank unlabeled bar graph mark chart and a blank unlabeled Represent and interpret data using tally charts, tables, pictographs, line plots,
sheet, the third grade student will use bar graph sheet, the third grade and bar graphs
tally mark data to label and draw a bar EL student will identify the
graph with an accuracy of at least 7/10 on numbers represented by the tally
a teacher-created checklist. marks and represent categories
using words on the x axis with
90% accuracy on a
teacher-created checklist.

Prior Knowledge or Skills:

● How to take, draw, and count tallies

● What voting is
● What the x and y axis are
● How to label a graph

4. Materials

● Google slides powerpoint with PearDeck extension

[​https://docs.google.com/presentation/d/124NxR7uw7WBPoGHLu8Mnc8grgF8qSDkTRz13qg3AGmA/edit?usp=sharing​]
● 20 worksheet packets for independent group work to guide students through the process of creating their group bar graph (Appendix A)
5. Description of Learning Activities

Potential Area of Difficulty

Differentiation
Lesson Implementation with Content and Error
(Describe by individual student)
Correction Procedures

Description of Introductory Activity: {3-5 minutes} Accommodations: N/A N/A

Start off by entering the rug area and say “Oh my goodness class, I have to tell
you a story. Over the weekend a lot of my family members came to my house Modifications: N/A
and they wanted to order pizza for dinner, but no one could agree on what kind
of pizza was the best. Each person had a different kind of favorite pizza. I was so
worried and did not know what to do - until I remembered our lesson from last
week on tally marks. Do you all remember our lesson on tally marks where we
used lines and bundles of lines to represent the number of people that liked
something? I asked everyone what their favorite type of pizza was and used tally
marks to keep track of it! Thank goodness we learned that last week. But, it made
me think … I wish there was a way we could draw something or make some kind
of picture to represent the numbers and tally marks. That would have been even
more helpful. That’s exactly what we will explore together today and we will
figure out how we can do that. We can even use the tally mark data I got from
my family this weekend to figure out how we can represent it in a different way!
Are you up for the challenge mathematicians?!”

Modeling/Demonstration: [4 minutes] Accommodations: If students don't understand

John: call on him if he’s raising his hand, labeling the axis, explain that
An easy way to graph the votes so that we can clearly see which pizza is the be sure that he’s following along. If he the labels are important so
winner is a bar graph! Has anyone ever heard of a bar graph before? seems overwhelmed, the hand signal to that we know what we’re
remind him is looking at him and tapping looking at.
*draw the axis yourself on the temple.
If students aren’t following
To make a bar graph we need to label the x and y axis. The x axis down here is Shannon: Flexible seating is available if how to compare the tally to
going to be the types of pizza, who can show me a quiet, raised hand to tell me a she gets too antsy in her seat. the size of the bar, count each
type of pizza. tally and the tick on the
Christina: The teacher will intentionally graph.
Cheese integrate her L1, French, into the lesson
Pepperoni to help foster positive transfer from her
Hawaiian. L1 to the L2. This will assist her in
gradually getting accustomed to speaking
Ok now we need to label the y axis. Here, we’re going to label the number of English in the classroom by providing the
votes that each got. comfort of her L1.

Let’s say in Miss Montes’ family, 4 people voted for cheese - What we would do Travis: The teacher will provide him with
is draw a line from the bottom, up to the four to show it got 4 votes, Then we’d a graphic organizer that will enable him
fill in it so it looks like a bar like this. to define and draw a picture of the
meaning of important CALPs vocabulary
Next, 3 people voted for pepperoni, so we draw a line up to the three to show it words like “axis”and “bar graph.”
got three votes, and fill in the bar.
Modifications:
Lastly, only one person voted for hawaiian which makes me sad because that’s N/A
my favorite. So we draw the line up to the one for the one vote, and then fill in
the bar.

So, who can guess why this is called a bar graph?

Exactly! We use bars to represent numbers!

With this graph, we can clearly see which pizza is the winner of Miss Montes’
Family’s pizza night! Who can tell me the winner!

Yes! Cheese! How can we tell!

Right! It has the tallest bar which means it got the most votes.

Now, we’re going to do a class vote and make a bar graph of our own!

Guided Practice and Feedback: {10 minutes} Accommodations: In case the students do not
John: call on him if he’s raising his hand, remember what the diagonal
“Now that we have discovered how we can represent our tally mark data using a be sure that he’s following along. If he lines in the tally marks mean,
bar graph, wouldn’t it be fun to try it with our own class’ data?! Yes I agree that seems overwhelmed, the hand signal to the teacher will remind the
would be awesome! remind him is looking at him and tapping class that the diagonal lines
yourself on the temple. represent a bundle of five.
So like Ms. Eripret said, we are going to start by doing a class vote to collect our Then the class will count the
tally mark data, and then once we collect the data we will all work together this Shannon: Flexible seating is available if tally marks together and
time to create a bar graph to represent the data! she gets too antsy in her seat. represent them as numbers.

*Turn to slide for class vote* Christina: The teacher will intentionally
integrate her L1, French, into the lesson
Students you can each draw a tally mark next to your favorite ice cream of the to help foster positive transfer from her
options shown. This will be the data we will use to make our very own class bar L1 to the L2. This will assist her in
graph! gradually getting accustomed to speaking
English in the classroom by providing the
Now, everyone off of mute for a moment. Let’s count the number of tally marks comfort of her L1.
in each category together. But before we do, can I have a quiet raised hand for
someone to tell me what it means when the line is diagonal across the tally marks Travis: The teacher will provide him with
- who can remember what that means? a graphic organizer that will enable him
to define and draw a picture of the
Thank you! Now let’s count together. Now that we know how many tally marks meaning of important CALPs vocabulary
were in each group, I am going to transfer the numbers to our data on the next words like “axis”and “bar graph.”
slide.
Modifications:
*Turn to slide for creating the bar graph* N/A

Now we are going to work together to make our class bar graph step by step.
First, I need a volunteer to label our x and y axis! *choose volunteer*

Class, do the numbers go on the x axis at the bottom or the y axis at the side?
Very good. And what goes at the bottom? Very good. Now our kind volunteer
will write in the numbers and categories for us.
Now we have to put our data into the bar graph. Who would like to put in the
data for how many people think vanilla is their favorite ice cream? … Choose a
different volunteer to draw in the data for each category.

Great job class! We worked together and we have created our very own class bar
graph!

Now you will each work in groups with your peers to make your group’s own
bar graph independently! Now you have all the skills you need as
mathematicians to create your own bar graphs!”
Independent Practice/Exploring: {20 minutes} Accommodations: The independent practice
The teacher will explain the assignment to students and pass out the packets they John: Walk around and be sure that he’s packets (Appendix A) were
will need to utilize in their planning process. participating with his group, ask if he has created in such a way that if
any questions.. students forget how to make
“You and your group members will work together to come up with a topic, a bar graph, the packet breaks
collect tally mark data on it from the members of your group, and represent that Shannon: Having the groups move around it down for them step by step
data on a bar graph - in the same way we did together as a class today on the rug! the room is for her benefit. Flexible to scaffold their
If you need a reminder of the steps, your packets will be a good reminder or you seating is still available for her. understanding.
can look up here at the board and I will leave our class bar graph hanging up as
an example! Christina: Her packet and instructions
will include both English and French to
Your group can choose any topic that is appropriate for the classroom - for continue to foster positive transfer from
example: favorite sports, favorite animals, number of siblings, or anything else her L1 to the L2.
you would like to do. Ms. Eripret and I will be walking around the room to check
on each group and answer any questions. Travis: He will be able to utilize his
graphic organizer from earlier with the
I will be setting the timer on the board so you can keep track of how much time CALPs mathematics terminology from
you have. We have about 20 minutes for this activity. But do not worry, if you do the lesson for reference.
not finish making your bar graph, we will provide time later today to continue
working on it.”
Modifications:
The teacher will pass out the packets to the students (Appendix A) N/A

The teacher will count off from 1-4 to randomly assign students to groups - there
will be about five students in each group.

Then the teacher will call one group at a time to go choose a spot in the room to
work with their group.

Review and Preview: [2 minutes] Accommodations: N/A

You all did a great job using tallies to make a graph! Can each group hold up N/A
and share their graphs with the class so we can see your hard work?
Modifications:
*make comments on the graphs N/A

Tomorrow we’ll learn about another type of graph called a pictograph!

6. Formative & Summative Assessments

Assessments After implementing the

Content/Language Objective(s) lesson, indicate whether
Formative Summative Differentiation objectives were met

Given a packet with a blank tally The objective will be assessed This objective will be Students will have some N/A
mark chart and a blank unlabeled bar through the completion of a assessed on the summative flexible seating options.
graph sheet, the third grade student packet of worksheets that will assessment (Chapter Test),
will use tally mark data to label and require the student to gather through a series of Students will be provided
draw a bar graph with an accuracy of tally mark data from their group open-ended questions on with a virtual version of
at least 7/10 on a teacher-created and then use that data to label the end of the unit test. the packet that they can
checklist. and draw a bar graph. Students complete using
will turn in their completed technology.
packets.

7. Behavior Support/Classroom Management Plan

Be Responsible in completing their work

Be There, Be Ready in being prepared with all materials and staying in area and in the classroom
Classwide Follow Directions the first time that they are given
Be Respectful by being polite to one another and to the teacher
rules/expectations
Remain Safe at all times

(APA Reference - Retrieved from Centennial School Lehigh University, Daily Point Sheet for students)

Students will have a quiet, raised hand when they vote and only vote once
Expectations for
Students will be respectful of other people’s votes
current lesson
When they sit around the room, students will be respectful of things that aren’t theirs.

John will go to the cool down corner when he’s feeling overwhelmed.
Individualized
Shannon will change to a different seating if she’s feeling antsy in her chair.
behavior supports
Shannon will act appropriately in the flexible seating
8. Reflections
N/A

9. Sources
Centennial School Lehigh University, Class Expectations

10. Appendix
Appendix A: Independent Practice Worksheet Packet